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PHONOGRAPHIC 


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THE  LIBRARY 

OF- 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


11' 
t 


THE 


PHONOGRAPHIC  HEADER: 


A  COMPLETE  COURSE  OF 


INDUCTIVE  HEADING  LESSONS 


PHONOGRAPHY. 


BY 

S  .    P  .    A  N  D  R  K  W  S 

AND 

AUGUSTUS     F .    B  O  Y  L  E 


FIFTEENni    EDITION. 


NKVV  YORK  : 
PUBLISHED  AND  FOR  SALR  BY  ANDREWS  &  BOYLE, 
PIIOXOGKAPHIC  DEPOT  32  SPRUCE  STREET, 

AND    SOI.n    nv    AI,L    BOOKSKI.r.ERS. 

Price,  2")  cts.  in  Hoards  or  Paper ;  .')7J  els.  in  Cloth. 
181H. 


Entered  according  to  Act  of  Congress,  in  the  year  1848 

By  S.  p.  Andrews  and  Augustus  F.  Boyle, 

In  thb  CIcrk't  office  of  the  District  Court  of  the  Soutliern  District  of  New  York. 


«       «    • 


t? 


^5^? 


PREFACE 


TO    THE   SECOND   EDITION. 


The  rapid  sale  of  the  first  edition  of  the  Phonographic 

Reader  has  induced  the  Authors  to  send  out  a  second  edition, 

^  which,    being  stereotyped    from    wood-cuts,    is   superior    in 

LU 

-''  mechanical  execution  to  any  Phonographic  work  now  before 

ce  the  public. 

S       The  plan  of  the  work  remains  unchanged, — the  inductive 

"*  system  being  strictly  adhered  to ; — but  it  has   been  thought 

fidvisable   to   shorten   most  of  the  sections  containing  only 

words,  and  add  more  connected  reading-matter.     The  size 
in 
z    of  the  characters  has    also  been  increased,  which   affords 

greater  facility  to  beginners ;  and  the  work  itself  augmented 
from  thirty-six  to  sixty  pages.     In  a  few  cases  the  best  forms 
d    for  words  have  not  been  used,  an  inferior  form  being  taken  to 
H   illustrate  a  principle.     The  better  forms  will  suggest  them- 
selves as  the  student  progresses. 

The  authors  wish  it  to  be  distinctly  understood,  that  this 
work,  although  inductive,  is  intended  for  persons  from  nine 
or  ten  years  of  age  and  upwards,  who  are  able  to  read  fluently 


4  PKEFACE. 

the  old  printed  and  script  characters.  It  should  be  used  in 
connection  with  the  "Complete  Phonographic  Class-Book," 
the  two  together  forming  a  complete  guide  to  the  easy- 
acquisition  of  the  art  of  reading  and  writing  Phonography. 

Teachers  of  Phonography  should  furnish  themselves  with 
a  series  of  charts,  four  in  number,  published  and  sold  by  the 
authors  of  this  book,  and  arranged  so  as  to  correspond  with 
the  Class-Book  and  Reader. 

Sun  Buildings, 
Corner  of  Fulton  and  Nassau  Sts.,  New  York. 


INTRODUCTION. 


Whether  it  is  that  persons  are  disinclined  to  gratify  the 
vanity  of  authors,  or  that  they  deem  themselves  competent  to 
form  a  true  estimate  of  a  work,  without  such  aid  as  is  usually 
contained  in  introductory  remarks,  we  will  not  now  pretend 
to  determine ;  but  that  prefaces  and  introductions  are  seldom 
read,  and  that  by  neglecting  to  read  them, — attentively,  too, 
— the  progress  of  the  student  is  often  seriously  impeded,  is 
a  fact  too  notorious  to  require  repetition.  In  this  case,  more 
than  in  most  others,  such  an  omission  might  lead  to  erroneous 
impressions. 

We  flatter  ourselves,  however,  that,  from  the  fact  tiiat  our 
Introduction  is  nearly  the  only  part  of  the  book  intellio-ible 
to  the  uninitiated,  it  will  receive  more  attention  than  many 
superior  productions. 

As  Phonography  is  a  new  art,  based  upon  a  new  science, 
(Phonetics,)  or,  if  not  a  new  science,  one,  at  least,  which  has 
been  but  lately  applied  to  practical  purposes;  as  it  is  rapidly 
gaining  ground  in  public  estimation,  firmly  maintaining  every 
inch  of  ground  it  has  gained,  and  bidding  fair  to  obtain  a 
permanent  footing  in  all  the  public  schools  of  the  United 
States,  as  a  regular  branch  of  education,  the  student  will  be 
pleased,  at  this  early  period  of  the  reform,  to  get  all  the  light 
he  can  on  the  subject;  and  those  who  intend  to  instruct 
others,  will  not,  we  are  sure,  be  displeased  with  the  sugges- 
tions headed  '  Hints  to  Teachers,'  page  17. 

To  the  Art  of  Writing,  more  than  to  any  other  art,  or 
than   to   all  others,   does  the  race  of  man    owe   its  present 


O  INTRODUCTION. 

advancement.  Every  effort  made  by  the  philanthropic,  the 
enlightened,  and  the  inspired,  to  lead  man  onwards  towards 
that  state  of  perfection  which  is  to  be  his  final  destiny  on 
earth,  without  the  aid  of  the  simple  but  mighty  instrumentality 
of  the  pen,  would  be  comparatively  valueless. 

Will  you  not,  reader,  whoever  you  may  be,  do  all  in  your 
power  to  render  the  acquisition  and  application  of  this  noble 
art  of  writing,  a  matter  of  ease,  and  pleasure,  and  unerring 
certainty,  rather  than  one  of  difficulty,  tediousness,  and  use- 
less waste  of  time  ?  '  Certainly,'  you  answer,  'if  it  can  be 
done.'  Phonographers  say  it  can  be  done,  and  that  right 
easily,  too ;  and  we  think  you  will  coincide  with  us,  after 
having  read  the  Introduction  to  this  little  work  and  to  the 
Complete  Phonographic  Class-Book.  Nay,  more  ;  we  are 
certain  that,  delighted  with  the  truthful  principles  upon 
which  Phonography  is  based,  you  will  not  content  yourself 
with  admiring  the  theory,  but  v.ill  devote  one  hour,  eveiy 
day,  for  ten  days,  to  the  practice  of  the  art,  which  will  enable 
you  to  read  and  write  with  tolerable  facility,  so  that  a  letter, 
sent  by  you  to  a  Phonographer,  in  any  part  of  the  globe, 
could  be  read  by  him  with  as  much  ease  as  you  now  read 
the  common  method  of  writing.* 

Has  it  not  often  been  your  lot  to  hear  two  persons  arguing, 
when  it  was  evident  to  you,  the  impartial  listener,  that  neither 
party  understood  precisely  what  position  the  other  wished  to 
establish  ;  and  that  the  longer  they  continued  their  dispute,  the 
less  satisfactory  was  likely  to  be  its  termination  ?  Such  dis- 
cussions, unfortunately  not  of  very  rare  occurrence,  are  often 
held  on  Phonography,  between  its  advocates  and  its  opponents. 


*  In  many  cases  tliis  has  been  done  by  persons  the  day  after  they 
commenced  the  study  of  Phonography  I !  Three  months'  moderate 
practice  will  enable  any  person  to  write  7nuch  more  rapidly  than  in  the 
long  hand.  From  six  to  twelve  months'  practice  is  necessary  to  make 
an  accomplished  verbatim  reporter. 


INTRODUCTION.  7 

A  short  time  since,  a  gentleman,  whose  peculiar  occupa- 
tion debarred  him  from  paying  much  attention  to  literary 
pursuits,  was  seated  at  table  beside  another,  whose  services 
in  the  writing  and  printing  reformation  are  as  valuable  as 
they  are  highly  appreciated.  The  conversation  happening 
to  turn  on  Phonography,  as  one  of  the  great  movements  of 
the  age,  the  two  gentlemen,  to  whom  we  have  referred, 
argued,  for  more  than  an  hour,  with  more  warmth  than  judg- 
ment ;  the  one  contending  that  it  was  impracticable,  and  even 
undesirable,  to  introduce  it  into  general  use  ;  the  other,  that  it 
was  not  only  practicable,  but  just  the  thing  wanted,  and,  in- 
deed, quite  indispensable  to  the  progress  of  the  arts  and  sci- 
ences. Tiiese  gentlemen  had  started  from  no  given  point, 
nor  kept  near  one  in  the  course  of  their  argument,  if  such  it 
can  be  called  ;  and  it  appeared  probable  that  they  would  never 
either  understand  or  convince  each  other,  when  an  opportune 
remark  from  a  young  lady  opposite  at  once  put  an  end  to  the 
war  of  words.  '  La,'  said  she,  'how  I  should  like  to  go  into 
a  room  and  hear  them  all  talking  Phonography.'  'Madam,' 
said  the  Phonographer,  smiling,  '  v.e  do  not  mean  to  change 
spoken  language.'  'Not  change  spoken  language!'  inter- 
rupted his  opponent.  '  We  do  not  intend,  my  good  friends,' 
replied  the  Phonographer,  '  to  change  directly  the  pronuncia- 
tion of  a  single  word,  although,  doubtless,  the  ultimate  ten- 
dency of  a  purely  phonetic  system  of  representing  language 
will  be  to  bring  about  a  desirable  uniformity  of  pronuncia- 
tion  ;  but  that  change  is  altogether  immaterial  to  the  success 
of  the  writing  and  printing  reformation,  which  must  necessa- 
rily precede  any  successful  attempt  to  settle  English  pronun- 
ciation at  all  '  '  What  do  you  intend  to  change,  then  V  in- 
quired the  oilier.  '  Simply  the  method  of  representing  to  the 
eye  spoken  language,  however  it  may  be  pronounced.'  The 
Phonographer  explained  to  them  the  principles  upon  which 
the  art  is  based  ;  and  going  into  a  iew  details,  illustrating  his 


8  INTRODUCTION. 

remark.s  l»y  familiar  examples,  he  so  cnarmed  his  hearers 
with  the  simplicity,  beauty,  unci  brevity  of  Phonography,  the 
universality  of  its  bearings  upon,  and  its  positive  connection 
with,  the  other  great  reforms  of  the  age,  that,  at  their  earliest 
opportunity,  they  both  began  to  study  it,  and  are  now  to  be 
found  among  its  most  enthusiastic  admirers. 

It  is  well,  reader,  that  yOu  and  we  should  understand  each 
other,  or  rather  that  you  should  fully  comprehend  what  the 
reformers  of  our  written  and  printed  language  intend  to  ac- 
complish, and  how  they  intend  to  accomplish  it. 

PRINTED    LANGUAGE. 

There  are  in  the  English  language  thirty-seven  simple 
sounds  and  five  compound  sounds,  ch,  dj,  i,  o/,  on, — the  con- 
stituent elements  of  each  of  which  are  so  closely  combined, 
as  to  make  it  more  convenient,  for  all  practical  purposes,  to 
consider  them  simple, — making,  in  all,  forty-two. 

We  propose,  then,  to  adopt  forty-two  letters  or  primitive 
signs  to  represent  these  sounds,  assigning  to  each  letter  but 
one  sound,  which  shall  never  be  represented  by  any  other 
sign.*  By  such  a  change  in  our  printed  alphabet,  the  forty- 
two  sounds  in  our  language  once  learned,  and  the  forty-two 
signs  representing  them,  (the  work  of  a  few  weeks,)  the  child 
or  foreigner  can  at  once  read  and  spell  correctly  any  word  in 
the  English  language.  And,  what  is  equally  important,  those 
who  have   learned  to  read   Heterotypy,  or  the  old  method  of 

*  Note  to  the  Tenth  Edition. — Every  person  already  interested  in  a 
truthful  method  of  spelling,  or  wisliing  to  investigate  the  subject,  should 
at  once  subscribe  for  "  The  Anglo  Saxon,"  a  Phonotypic  newspaper, 
printed  and  published  by  the  authors  of  this  work.  Price  two  dollars  per 
annum,  and — to  accommodate  mere  inquirers — -at  the  same  rate  for  a  half, 
a  quarter,  or  an  eighth  of  a  year.  This  novel  publication  is  now  thoroughly 
established,  with  an  extensive  circulation.  Address  Ar  drews  &  Boyle, 
New- York. 


PRINTED    LANGUAGE.  9 

printing,  can  in  ten  minutes,  without  the  aid  of  a  teacher,  learn 
to  read  Phonotypy  fluently ;  their  interest,  as  well  as  that  of 
the  rising  fieneration,  havinc^  been  consulted  in  the  selection 
of  characters.  In  fact,  we  have  retained  nearly  the  whole  of 
the  letters  of  the  old  alphabet,  to  which  we  have  added  others 
to  express  sounds  that  occur  in  our  lunguage,  but  which,  in 
the  old  alphabet,  have  no  representatives  ;  e.  g.,  the  first  sound 
in  the  word  all ;  the  first  sound  in  the  word  uose,  &c.  This 
is  what  is  termed  Phonotypy,  or  printing  by  sound.* 

We  have  not  room  here  to  dwell  on  the  difficulties  against 
which  the  child  has  to  contend,  while  learning  to  read,  upon 

*  As  some  grown-up  persons  are  greatlj'  afraid  that  we  are  going  to 
flood  the  country  with  books  and  newspapers  which  they  are  unable  to 
read,  we  insert  in  this  note  the  Lord's  Prayer  in  Phonotypy,  to  show 
tliem  that  their  fears  are  groundless.  There  is  not  so  much  difference 
between  the  appearance  of  this  and  the  printing  in  common  use,  as  be- 
tween this  latter  and  that  used  in  the  fifteenth  and  sixteenth  centuries ; 
and  yet  the  works  of  the  celebrated  men  who  flourished  in  those  ages 
have  come  down  to  us,  and  none  of  the  ideas  contained  in  them  have  been 
lost  on  account  of  the  language  they  arc  clothed  in.  There  is  no  reason, 
when  PhonotjTiy  comes  into  general  use,  why  a  single  book  printed  in 
Heterolypy  should  be  destroyed,  as  some  persons  fear,  or  pretend  to  fear. 

Our  Father  which  art  in  Heaven,         Xr  Faitur   hwic;    art  in    Ilevn, 

hallowed  be  thy  name.     Thy  king-  halod  hldi  ntm.     31  cigdurn  cum. 

dom  come.     Thy  will   be   done  in  'd[  wil  bl  dun  in  iirt,  az  it  iz  in 

earth  as  it  is  in  Heaven.     Give  us  Hevn.     Giv  us  dis  dt:  sr  dill  bred, 

this  day  our  daily  bread,  and  forgive  and  fergiv  us  »r  dots,  az  wl  forgiv 

us  our  debts  as  we  forgive  our  debt-  »r  detiirz.    And   lid   us  not  intui 

ors.      And  lead  us  not  into  tempia-  temttjun,  but  dlliviu"  ns  from  Ivl. 

tion,  but  d'-liver  us  from  evil.     For  F<»r  ilpi  iz  ill  eiijdum,  and  dl  psiir, 

thine  is  the  kingdom,  and  the  power,  and  dl  glori,  for  eviu'.     SJmen. 
and  the  glory,  for  ever.     Amen. 

Indeed,  we  are  fully  satisfied,  that  if  the  object  were  solely  to  teach 
children  and  foreigners  to  read  the  oM  style  of  printing,  more  than  a 
year's  painful  labor  would  be  spared  theni  by  teaching  them  Phonotypy 
first,  and  then  leading  them  to  a  knowledge  of  the  other,  by  means  of  the 
general  resemblance  of  the  two,  in  the  same  manner  as  wc  are  now  ena- 
bled to  read  Chaucer  and  other  old  English  authors. 


10  INTRODUCTION. 

the  old  system,  which,  for  the  sake  of  distinction,  we  call 
Heterotypy.  A  few  facts,  upon  whicli  you  may  comment  al 
leisure,  will  give  you  some  idea  of  the  obstacles  to  be  sur- 
mounted. 

To  represent  the  forty-two  sounds  referred  to  in  a  preced- 
ing paragraph  there  are  only  twenty-six  letters,  and  most  of 
(hem  have  different  values  ;  e.  g.,  the  letter  a,  the  first  in  the 
alphabet,  has  eight  different  sounds,  as  in  the  following  words  : 
mating,  many,  paring,  father,  fat,  fall,  wan,  dollar.  The 
letter  o  has  nine,  as  in  the  Avords  woman,  women,  nor,  hop, 
work,  son,  go,  do,  compter.  The  combination  eo  has  nine,  as 
in  people,  leopard,  dungeon,  yeoman,  galleon,  feod,  McLeod, 
aureola,  theology.  In  short,  tlie  present  English  letters  and 
combinations  of  letters,  used  to  represent  simple  sounds,  have, 
collectively,  no  less  than  the  enormous  number  of  five  hundred 
and  fifty-three  different  values  !  Nor  is  there  even  method  in 
this  madness.  For,  on  the  other  hand,  the  simple  sounds  of 
our  language  may  be  represented  in  many  different  ways, — 
the  sound  of  e,  in  the  word  he,  for  example,  is  represented  in 
twen-ty-one  different  ways.  The  sound  of  a,  in  the  word 
mate,  in  twenty  different  ways,  &c.  Thus,  the  few  simple 
sounds  of  our  language  are  represented  by  upwards  of 
three  hundred  and  Jiffy  different  signs  and  combinations  of 
signs.  A  foreigner,  who  had  never  seen  the  word  scissors, 
might  write  it  in  any  one  of  one  million  seven  hundred  and 
forlyfve  thousand  two  hundred  and  twenly-two  different 
modes,  and  in  every  case  find  authority,  in  other  words  of 
the  language,  to  justify  him  for  his  use  of  each  letter  or 
combination  !* 


*  There  are  certain  recondite  laws,  (which  would  be  unnecessary  in  a 
perfect  system  of  printing,)  that  reduce  the  number  down  to  thirty-four 
thousand  five  hundred  and  sixty.  Some  of  these  combinations  are  amaz- 
ingly extravagant ;  e.  g.,  schiesourrhce, — justified  by  scAism,  steve,  aa, 
honour,  myrrh,  sacrifice. 


PRINTED    LANGUAGE.  11 

So  much  has  been  said  about  such  extravagant  anomalies  as 
•plough,  tough,  cough,  hough,  though,  through,  &c.,  that  many 
persons  believe  them,  with  perhaps  a  very  few  others,  to 
include  the  whole  of  the  orthographical  absurdities  of  our 
language  ; — put,  hut,  love,  rove,  prove,  her,  here,  there,  of,  off, 
been,  seen,  &c.,  they  are  so  accustomed  to,  that  they  forget 
the  years  of  toil,  passed  in  thumbing  over  their  spelling-books 
to  learn  them. 

There  are,  indeed,  few  who  will  not  be  startled  at  learning 

that  THERE  ARE  NOT  SIXTY  WORDS  IN  THE  ENGLISH  LAN- 
GUAGE   PRONOUNCED    AS    THEY    ARE    SPELLED  !     that    is    tO    Say, 

the  alphabetical  name  of  each  letter  in  the  word  furnishes  no 
clue  to  its  sound  in  a  combination,  or  to  the  pronunciation  of 
the  words  as  a  whole  ;  so  that  the  child  or  foreigner  has  to 
see  and  learn  by  a  sheer  effort  of  memory,  and  as  a  dis- 
tinct lesson,  every  word  and  syllable  in  the  language.  Hence 
the  consumption  of  four  or  five  years'  valuable  time  in  learn- 
ing to  read,  and  hence  it  is  that  nobody  ever  learns  to  spell 
with  uniforrfi  correctness.  Yet  these  whimsical  combinations 
of  letters  are  denomin*ated  '  orthograpliy,  or  the  just  method 
of  spelling  words.'  Is  not  this  somewhat  like  a  caricature  of 
printed  language  ? 

We  cannot  leave  this  subject  without  quoting  an  extract 
from  tlie  admirable  little  work  called  '  A  Plea  for  Phonotypy 
and  Phonography,'  by  Alexander  John  Ellis,  A.  B.,  Fellow 
of  the  Cambridge  Philosophical  Society,  Honorary  Member 
of  the  English  Phonographic  Society,  author  of  The  Alphabet 
of  Nature,  A:c.  To  this  talented  and  very  learned  gentleman, 
more  than  to  any  other,  if  we  except  Mr.  Isaac  Pitman,  does 
the  writing  and  printing  reformation  owe  its  very  rapid  suc- 
cess and  favorable  reception.     He  says  : 

Let  us  shortly  sum  up  the  consequences  of  heterotypy  and 
phonotypy  being  general. 

'  At  present,  heterotypy  being  in  general  use, 


12  INTRODUCTION. 

'  1.  It  takes  years  for  a  child  to  learn  to  read  with  tolerable 
accuracy. 

'  2.  It  takes  many  more  years  before  he  is  able  to  spell. 

'  3.  No  one  ever  knows  with  certainty  how  to  spell  a  word 
which  he  has  only  heard,  and  has  not  yet  seen  written. 

'  4.  No  one  ever  knows  with  certainty  how  to  pronounce  a 
word  which  he  has  only  seen,  and  never  heard. 

'  5.  Very  few  can  or  do,  at  all  times,  spell  every  word  with 
which  they  are  familiar,  both  in  speaking  and  writing,  correctly. 

'  6.  Foreigners  are  continually  committing  the  most  lu- 
dicrous mistakes  of  pronunciation,  from  being  misled  by  the 
spelling. 

'  7.  The  irregularities  of  spelling  are  the  great  cause  of  the 
difficulty  experienced  in  learning  our  language. 

'  8.  Missionaries  to  foreign  countries  find  the  greatest  diffi- 
culty  in  reducing  to  writing  the  dialects  of  the  barbarous  tribes 
which  they  are  endeavoring  to  civilize  ;  and  travellers  and 
geographers  seem  quite  at  a  loss  for  a  iTieans  of  conveying  the 
names  of  places  which  they  have  visited  or  described,  the 
strange  medleys  of  letters  which  they  furnish  being  in  general 
ludicrously  unintelligible. 

'  If  phonotypy  be  generally  used, 

'  1 .  Children  of  six  or  eight  years  old  will  be  able  to  learn 
to  read  in  a  week. 

*  2.  Those  who  can  now  read  heterotypy,  will  learn  to  read 
in  ten  minutes. 

'  3.  No  difficulty  will  be  experienced  in  spelling  any  word 
which  can  be  pronounced  with  accuracy. 

'  4.  No  doubt  will  be  experienced  as  to  the  proper  pronun 
ciation  of  any  word  which  meets  the  eye. 

'5.  Every  one  will  be  able  to  spell  as  correctly  as  h( 
pronounces. 

*  6.  Foreigners  will  never  be  led  into  any  errors  of  pronun 
ciation  by  the  orthography  of  words. 


WKITTKN    LANGUAGE.  13 

*  7.  Our  language,  which  is  about  the  simplest,  in  its  gram- 
matical construction,  of  any  in  the  world,  will  be  rendered 
accessible  to  the  whole  of  mankind,  and  will  be  much  more 
extensively  read  and  spoken. 

'  8.  Missionaries  will  be  able  to  reduce  the  language  of 
any  tribe  to  an  alphabetical  form,  and  to  print  it  oft'  witii 
ease  ;  no  language  need  be  unwritten,  no  difficulty  experien- 
ced in  giving  the  names  of  places,  &c.  All  the  immense 
variety  of  existing  alphabets  may  be  merged  into  one,  and 
thus  one  great  stumbling-block  to  the  student  of  languages, 
(especially  of  Oriental  languages,)  immediately  removed. 

'9.  Reading  and  writing  will  no  longer  be  thought  feats, 
their  attainment  being  the  end  and  aim  which  the  parents  of 
most  poor  children  have  in  sending  them  to  school ;  they  M'ill 
take  their  proper  place  as  subsidiary  arts,  without  which  wc 
can  learn  nothing,  but  which  contain  no  learning  in  them- 
selves ; — they  will  be  universally  esteemed  the  ieginnings, 
and  not  the  ends  of  education. 

'  To  conclude.  Suppose  we  had  not  this  "  monkish  orthog- 
raphy," but  a  better  system,  and  some  one  were  to  propose 
the  former,  and  show  its  beauties  by  the  tables  just  given ; 
would  he  not  be  scouted  at  for  daring  to  propose  what  is  so 
self-evidently  absurd  ?  And,  are  generations  yet  unborn  to 
undergo  the  labor  of  wading  through  this  mass  of  blunders, 
merely  because  we  note  have  a  bad  system  of  spelling  ?  Is 
this  one  argument.  It  is  so,  and  must  therefore  remain  so,  to 
supersede  all  reason  ?     Forbid  it,  common  sense  !' 

WRITTEN    LANGUAGE. 

After  having  mastered  most  of  the  absurdities  of  English 
orthography,  and  acquired  the  art  of  writing,  do  you  not  find 
that  there  is  still  something  wanting  ;  tiiat  your  hand,  do  what 
you  will,  cannot  keep  pace  wilii   your   ideas,   nor  even  with 

2 


1 4  INTRODUCTION. 

the  spoken  language  of  a  very  slow  speaker  ?     Why  is  this  ? 
We  answer : — 

1.  You  very  often  make  from  five  to  twenty  movements 
of  the  hand  in  writing  a  single  word,  to  represent  actually  no 
sound  at  all  ;  the  characters  you  form  being  called  silent 
or  mute. 

2.  Two  or  three  characters  are  often  used  to  represent  a 
single  simple  sound. 

3.  Ever)'^  character  in  the  English  script  alphabet  is  com- 
plex in  its  form  ; — we  mean,  that  more  than  one  motion  of 
the  hand  is  required  to  make  each  of  them  ;  e.  g.,  o,  n,  t, 
d,  g,  h,  y,  q,  p,  m,  &c. ;  so  that,  if  but  one  of  these  is  used  to 
represent  a  sound,  a  great  many  more  motions  of  the  hand 
are  made  to  form  it  than  are  philosophically  necessary.  Let 
us  take  the  word  though  as  an  illustration.  To  represent  this 
word,  which  contains  but  two  simple  sounds,  six  complex 
characters  are  used,  though,  requiring,  in  all,  twenty-three 
motions  of  the  hand  to  make  them.  While  people  persist  in 
countenancing  such  absurdities,  not  only  disguising  instead  of 
representing  sounds,  but  wasting  five-sixths  of  their  time,  and 
two-thirds  of  their  paper,  and  performing  six  times  more 
physical  labor  than  the  circumstances  of  the  case  require,  the 
drudgery  of  writing  will  be  felt  and  bitterly  complained  of. 

A  few  moments'  reflection  will  suffice  to  convince  any  per  - 
son,  that  characters  adapted  to  a  printing  alphabet  will  not  do 
for  a  script  alphabet.  Moveable  types  being  used  in  printing, 
the  letters  stand  on  the  page  necessarily  independent  of  each 
other ;  that  is,  there  is  a  space  between  them  ; — they  do  not 
touch  one  another.  The  printing  alphabet  has,  therefore, 
been  constructed,  first,  with  reference  to  the  practicability  of 
using  it  according  to  our  present  mode  of  printing  ;  secondly, 
with  reference  to  its  similarity  to  that  now  in  use,  which  will 
render  the  transition  more  easy,  as  any  one  who  can  read 
heterolypy  will  be  also  able  to  read  phonotypy,  and  vice  versa. 


WRITTEN   LANGUAGE.  15 

In  constructing  a  perfect  system  of  written  language,  we 
should  first  ascertain  what  ought  to  be  its  essential  charac- 
teristics, and  then  proceed  to  the  formation  of  an  alphabet  with 
reference  to  ihe  whole  of  these  characteristics.  You  will,  we 
are  confident,  agree  with  us,  that  the  following  are  the  essen- 
tial qualities  of  a  perfect  system  of  written  language  ; — that 
it  should  be, — 

1.  Easy  of  acquisition. 

2.  Easy  of  application. 

3.  Legible. 

4.  Capable  of  being  written  with  as  much  rapidity  as  is 
possible  without  destroying  its  legibility. 

Now  as  all  these  are  desirable  characteristics,  no  system 
not  possessing  them  all,  will  ever  be  received  by  the  people 
into  general  use.  If  Phonography  is  not  found  to  possess  all 
these  requisites,  l^^  the  fact  be  established,  and  Phonography 
be  either  rejected  or  amended.  Its  supporters  say  that  it  is 
true  to  all  these  conditions  of  science.  It  is  so  simple,  that 
all  classes  of  persons  can  easily  acquire  it ;  it  is  perfectly 
legible  ;  and  is  capable  of  being  written  by  a  practised  hand 
even  much  faster  than  persons  generally  speak  in  public. 

In  order  to  comply  with  these  conditions,  a  perfect  alphabet 
of  written  language  must  possess,  among  others,  the  following 
properties. 

1.  Every  single  simple  sound  must  be  represented  by  the 
sirtiplest  possible  sign. 

2.  No  sound  must  be  represented  by  more  than  one  sign. 

3.  No  sign  must  represent  more  than  one  sound. 

4.  Sounds  within  a  drtermined  degree  of  likeness  should 
be  represented  by  signs  within  a  determined  degree  of  like- 
ness, and  sounds  beyond  a  certain  degree  of  similarity  must 
be  represented  by  signs  beyond  that  similarity ;  so  that  if  in 
writing  a  slight  mistake  is  made,  the  misformed  word  will 
suggest  the  true  one. 


16  INTRODUCTION. 

5.  The  consonant-sounds,  being  the  significant  meaning 
elements  of  speech,  forming  the  frame  of  the  words,  should 
be  represented  by  characters  which  can  be  easily  joined 
together  by  the  writer,  without  taking  the  pen  from  the  paper 
before  the  form  of  the  word  is  completed. 

6.  The  vowel-sounds,  being  merely  the  euphonious*  ele- 
ments of  speech,  should  be  represented  by  characters  placed 
near,  but  not  joined  to,  the  consonant-signs ;  so  that  when  a 
word  can  be  perfectly  well  recognized  by  its  form,  without 
the  necessity  of  using  the  vowel-signs,  these  latter  may  be 
dispensed  with,  without  destroying  the  legibility,  impairing  the 
beauty,  or  materially  changing  the  appearance  of  the  writing. 

By  examining  the  phonographic  alphabet,  you  will  perceive 
that  it  possesses  the  above  characteristics.  In  Phonographic 
characters  the  word  though,  for  example,  which  has  been 
already  mentioned,  is  written  (•,  thus  saving  ten-elevenths  of 
the  time  and  labor  used  in  writing  it  the  old  way.  Hence 
the  astonishing  rapidity  with  which  Phonography  may  be 
written.  Some  Phonographers  have  written  more  than  two 
hundred  words  in  a  minute ;  while  public  speakers  do  not 
generally  exceed  one  hundred  and  twenty  words  in  a  minute. 

There  is  a  fact  which,  were  it  not  well  attested  by  all  prac- 
tical Phonographers,  we  could  scarcely  hope  to  be  credited^ 


*  It  would  be  out  of  place  for  us  to  enter  into  any  detailed  explnnations 
of  what  we  mean  by  terming  the  consonant-sounds  the  essential  signifi- 
cant, and  the  vowels  the  unmeaning  euphonious,  elements  of  speech,  or  to 
enlarge  upon  the  immense  importance,  in  a  scientific  point  of  view,  of  indi- 
cating this  distinction  by  our  method  of  writing  these  two  sorts  of  sounds. 
This  relates  to  the  higher  deiiartments  of  philology,  and  must  be  referred 
to  a  distinct  treatise.  It  mu.'^t  suffice  here  to  assure  those  timid  persons, 
who  apprehend  that  our  knowledge  of  the  derivation  of  words  will  be  im- 
paired, that  it  is  just  in  that  field  that  phonography  is  destined  to  achieve 
its  highest  triumphs.  A  new  science  yet  lies  beyond, on  this  suhject,  and 
remains  to  he  developed  hereafter,  of  which  Phonography  must  he  the 
medium. 


HINTS    TO    TEACHERS.  17 

which  is,  that  the  shorter  and  more  contracted  the  writing, 
the  more  easily  is  it  read  by  the  person  wlio  has  studied 
Phonography  systematically,  and  rendered  himself  perfectly 
familiar  with  it.  We  cannot,  therefore,  leave  the  subject 
without  strenuously  urging  on  the  reader  the  necessity  of 
studying  well  the  elements  of  Phonography.  Do  not  use  too 
many  abbreviations  at  first,  but  aim  rather  at  correctness  than 
rapidity,  which  will  come  of  itself.  This  book  and  the  Class- 
Rook  contain  all  that  is  necessary  to  give  you  a  thorough 
knowledge  of  the  art,  as  used  in  correspondence,  book- 
keeping, &c.,  and  which  can  bo  written  about  three  times  as 
rapidly  as  the  common  long- hand.  When  you  have  well 
mastered  it,  a  very  short  practice  will  suffice  to  make  you 
familiar  with  the  reporting  style  of  Phonography.  You  must 
not  imagine  that  a  new  set  of  principles  are  to  be  learned,  in 
order  to  report.  It  is  simply  a  more  extensive  application  of 
the  principles  which  are  contained  in  the  Class-Book,  and 
illustrated  in  this  Reader. 

HINTS    TO    TEACHERS. 

The  French  say,  '  Avant  d'upprendre,  il  faut  apprendre  a 
apprendre.'  We  agree  with  them,  adding, '  Avant  d'enseigner, 
il  faut  apprendre  u  enseigncr.'  As  Phonography  is  a  new 
art,  and  we  have  had  more  experience  in  teaching  it  than  any 
other  persons  in  the  United  States,  we  think  that  a  few  re- 
marks on  the  metlioil  uc  jiursue  in  instructing  our  classes 
will  be  received  as  kindly  as  they  are  intended. 

We  instruct  classes  under  such  circumstances  that  we  can- 
not give  rules  applicable  to  each  particular  case.  We  have 
sometimes  large  jKjpular  classes  of  several  hundred  persons  ; 
occasionally,  smaller  classes  of  scientific  men  ;  at  other  times, 
we  instruct  a  class  Cf)mposed  e,\clusivcly  of  young  persons 
under  sixteen  years  of  age,  &c.  ;  according  to  the  time  and 
money  which  the  persons  receiving  ins! ruption  are  willing  to 


18  INTRODUCTION. 

devote  to  the  study.     We  give  six,  eight,  twelve,  eighteen 
and  often  twenty-four  lessons.     The  lessons  are  given  daily 
semi-weekly,  or  weekly,  in  the  morning,  afternoon,  or  evening. 
We  are  necessarily  guided  by  the  above  and  many  other  con- 
siderations in  conducting  our  classes,  and  so  must  every  other 
teacher  be. 

There  are,  however,  a  kw  general  principles,  applicable  to 
each  case  ;  and  you  will  have  no  difficulty  in  teaching  Pho- 
nography under  any  circumstances,  that  is,  as  much  of  the 
theory  and  practice  as  the  nature  of  the  case  will  admit  of, 
if  you  read  attentively  the  following  paragraphs,  in  which  we 
will  point  out,  as  well  as  we  can  on  paper,  the  course  we  pur- 
sue with  a  class  about  to  receive  twenty-four  lessons. 

From  fifty  to  five  hundred — the  more  the  better — ar.* 
before  us  to  receive  the  first  lesson.  They  have  already 
heard  an  introductory  lecture,  and  have  some  idea  of  the  ob- 
jections wliicli  Phonographers  make  to  stenography,  and  the 
superiority  wliich  is  claimed  for  Phonography  by  the  ad\0'" 
cates  of  the  plionetic  principle.  It  is  impossible  for  us  to  say 
on  paper  what  introductory  remarks  would  be  most  appropri 
ate  to  each  lesson  ;  this  depends  upon  the  man,  the  occasion 
the  audience,  the  time  to  be  spared,  &c.  We  would,  however, 
impress  upon  the  minds  of  teachers,  that  until  Phonography  is 
universally  acknowledged  to  be  true. — the  only  true  system 
of  representing  language  to  the  eye, — until  people  feel  them- 
selves compelled  to  learn  it,  from  the  fact  of  its  coming  more 
and  more  into  daily  use,  for  business  purposes,  so  that  not  tc 
understand  it  would  render  them  liable  to  be  charged  with 
ignorance,  every  practical  lesson  should  be  intermingled  witlj 
occasional  remarks,  which  will  serve  to  keep  constantly 
before  the  mind  of  the  pupil  the  importance  of  the  great  pho- 
netic principle, — the  immense  revolution  its  universal  adop- 
tion will  create  in  the  republic  of  letters  ;  its  connection  v^-ith 
the  general  advancement  of  science  ;  the  facility  witli  whu-.h.  by 


HINTS    TO    TEACHERS.  19 

its  aid,  languages  may  be  learned,  &c.  Appropriate  remarks 
upon  these  subjects  will  of  course  suggest  themselves  to 
teachers.  We  will  therefore  confine  ourselves  to  practical 
instruction. 

First  Lesson. — We  teach  the  pupils  to  enunciate  distinctly 
after  us,  and  in  concert,  the  first  fourteen  consonant-*o?/7id.y, 
(not  the  names  of  the  letters,  or  signs,)  pointing  at  the  same 
time  to  the  signs  representing  them.*  These  fourteen  sounds 
are  the  labials  and  dentals.  We  then  teach  them  to  enunciate 
the  first  three  vowel-sounds,  and  explain  to  them  that  the 
heavy  dot,  according  to  its  position  near  a  consonant-sign, 
represents  some  one  of  these  three  sounds  ; — that,  as  the  local 
value  of  the  vowel-sign  begins  where  the  consonant -sign  com- 
mences, it  is  necessary  to  have  a  uniform  method  of  making 
the  consonant-signs, — that  the  horizontal  consonant-signs  are 
all  made  from  left  to  rio;ht,  and  the  others  from  above  down- 
wards, — that  a  vowel-sign  placed  above  a  horizontal  conso- 
nant-sign is  read  first,  under  it,  last, — that  a  vowel-sign  placed 
on  the  left  of  any  other  consonant-sign  is  read  first ;  on  its 
right,  last 

We  then  analyze  a  few  words  composed  of  such  sounds  as 
we  have  taught  them,  and  containinsr  onlv  one  consonant- 
sound  and  one  vowel-sound,  after  which,  we  write  one  on  the 
black-board,  showing  tliem  that  the  consonant-sign  must  be 
first  written,  and  the  vowel-sign  afterwards  placed  near  it. 
We  also  tell  them  that  in  reading,  before  they  become  familiar 
with  Phonography,  so  as  to  be  able  to  recognize  a  word  by  its 
general  appearance,  they  must  first  ascertain  \\  hat  the  conso- 
nant-.sound.s  in  the  word  are,  and  aftor  them  the  vowcl-sounds. 
After  a  little  practice  on  the   black-board,  we  give  them  the 


*  Toachers  shoulil  lia%'e   four    \nrr,f  Charts,  prf])nTf<]   liy  thi?  aiiihors  of 
this  work,  for  the  purpoee  of  illustrating  to  a  larirc  public  class  or  a  school 
llie  first  principles  of    Phonotypy  and    Phonography;    after  which,  the. 
Class-Book  and    Reader,  with  a  good    hlack-board,  will    be  sufBcient 
Price  of  the  Charts,  50  cents  each. 


20  JNTRODUCTION. 

following  -tt  ords  to  write  ;  pea,  pay,  ape,  fee,  eve,  me,  may,  aim, 
tea,  eat,  eight,  the,  they,  see,  say,  ace,  ease,  air,  knee,  nay,  »fec. 
Observe,  that  we  do  not  give  any  word  containing  sounds 
which  they  have  not  yet  learned,  neither  do  we  give  any  con- 
taining the  sound  represented  by  the  /-sign,  because  this  sign, 
when  standing  alone,  is  struck  up,  forming  an  exception  to 
the  general  rule,  of  which  it  is  better  to  say  nothing  until  the 
class  is  somewhat  advanced.  The  scholars  then  write  the 
above  word  in  their  copy-books  in  the  long-hand,  and  at  home 
write  them  in  Phonography,  for  the  next  lesson. 

Second  Lesson. — After  rehearsing  the  sounds  which  they 
learned  at  the  first  lesson,  we  write  on  the  black-board,  in 
large  and  plain  Phonographic  characters,  the  words  which 
were  given  them  at  the  first  lesson,  so  that  those  having  mis- 
takes may  correct  them.  The  black-board  should  be  good, 
and  the  chalk  better  than  is  usually  to  be  had, — a  large  piece, 
and  so  cut  that  a  light  or  a  heavy  line  can  be  made  without  any 
difficulty.  We  then  give  them  the  remainder  of  the  conso- 
nant-sounds and  signs,  the  first  three  stopped  vowel-sounds 
and  signs,  and  the  aspirate  represented  by  the  small  dot, — 
write  a  few  words  on  the  black-board,  analyze  a  few,  alid  give 
them,  to  prepare  for  their  next  lesson,  the  first  five  lines  in 
the  Reader.  We  also  give  them  twelve  or  fifteen  words  to 
write,  containing  but  one  vowel  and  one  consonant,  and  sucl; 
sounds  only  as  they  have  been  taught. 

Third  Lesson. — We  run  over  the  sounds  which  they  have 
learned  ;  the  scholars  enunciating  distinctly  and  in  concert, 
while  we  point  to  them  on  the  chart,  and  correct  errors.  We 
then  write  on  the  black-board  the  words  given  them  at  the 
preceding  lesson,  after  which  they  proceed  to  read  the  lessor 
given  them  to  prepare  for  reading.  For  the  first  five  or  six 
lessons  we  pursue  the  following  course.  Teacher.  What  is 
the  consonant-sound  in  this  word  ?  Scholars  enunciate  the 
sound   represented    by  the   sign.       Teacher.      What    place 


HINTS    TO    TEACHERS.  21 

vowel-sign  precedes  it  ?  Scholars.  A  first-place  vowel-sign. 
Teac/ter.  Full,  or  stopped  ?  Scholars.  Full.  Teacher.  What 
sound  does  it  represent  ?  The  scholars  enunciate  together. 
Teaclier.  What  is  the  word  or  combination  represented  by 
these  two  signs  ?  Scholars.  Eat.  The  reading-lesson  com- 
pleted, we  give  them  the  other  seven  simple  vowel-sounds 
and  signs,  a  few  words  containing  them  to  write  for  the  next 
lesson,  and  the  remainder  of  the  first  section  of  the  Reader. 

Fourth  Lesson. — Review,  as  usual ;  write  on  the  black- 
board the  words  given  them  at  the  preceding  lesson,  and 
recite  reading-lesson  in  the  manner  pointed  out  in  a  preceding 
paragraph.  We  then  tell  the  pupils  that,  where  a  word  con- 
tains two  or  more  consonant-signs,  the  whole  should  be  made 
without  taking  off  the  pen,  after  which  the  frame  thus  formed 
should  be  vocalized.  We  also  give  them  the  rule  for  placing 
the  first  and  third  place  vowel-signs,  when  coming  between 
two  consonant-signs  in  the  same  .syllable.  We  teach  them  a 
few  of  the  word-.signs,  and  give  them  a  few  simple  phrases 
to  write  for  the  next  lesson,  with  the  second  and  third  sections 
of  the  Reader  to  prepare. 

Fifth  Lesson. — We  review  the  sounds,  as  usual,  correct 
the  phrases  given  to  be  written,  and  recite  the  lesson  in  the 
Reader.  The  second  section  is  recited  as  follows  by  the  class, 
in  concert.  They  first  enunciate  the  consonants  in  the  word 
separately,  and  then,  glancing  their  eye  at  the  vowel,  enunciate 
the  whole  word  distinctly.  We  require  them  to  do  this,  be- 
cause, when  writing,  they  must  first  think  of  the  consonant- 
sounds  in  a  word.  We  often,  in  the  course  of  the  lessons,  ask 
them  how  many  consonant-sounds  there  are  in  such  a  word, 
and  as  they  enunciate  them,  require  tliem  to  make  the  signs 
representing  them  on  paper.  The  third  section  they  read 
very  slowly  and  in  concert,  after  which  we  give  them  the 
compound  vowel-signs  for  i,  oi,  and  ou,  and  explain  to  them 
the  use  of  the  circle.     We  give  them  a  few  phrases  to  write 


22  INTEOUUCTION. 

for  the  next  lesson,  with  the  fourth  and  fifth  sections  of  the 
Reader  to  prepare. 

Sixth  Lesson. — Review  and  recite  as  before.  We  then 
explain  the  up-stroke  r,  tell  them  that  the  I  and  sh  signs  may- 
be made  either  up  or  down,  and  show  them  the  second  form 
of  the  aspirate,  telling  them  under  what  circumstances  it 
should  be  used.  We  give  them  the  sixth  and  seventh  sec- 
tions of  the  Reader  to  prepare  for  the  next  lesson,  with  a  few 
phrases  to  write. 

Seventh  Lesson. — After  reviewing,  &c.,  we  give  them  the 
eighth  and  ninth  sections  ;  these  contain  no  new  principle  ; 
it  gives  the  class  a  rest,  therefore,  before  learning  the  next 
two  series  of  compound  vowels. 

We  think  it  unnecessary  to  continue  the  above  detailed 
explanation,  as  it  may  be  easily  seen  from  what  precedes  how 
we  continue  through  the  course.  At  each  lesson  a  few  word- 
signs  are  given,  phrases  are  written  on  the  black-board  for 
the  scholars  to  read,  and  words  are  analyzed.  The  odd  sec- 
tions, commencing  with  the  third,  are  also  reviewed  at  each 
lesson,  until  the  class  becomes  familiar  with  them.  It  will  be 
perceived  that  each  principle  in  the  Class-Book  is  illustrated 
by  two  sections  in  the  Reader,  the  first  containing  words,  the 
second,  reading  matter  ;  the  two  constituting  a  lesson.  After 
the  class  has  read  through  the  thirteen  sections,  a  very  short 
note  or  letter  should  be  given  them  at  each  lesson,  which 
should  be  corrected  by  the  teacher  on  the  black-board  at  the 
next  lesson,  he  being  careful  to  use  only  such  abbreviations 
in  his  corrections  as  he  has  taught  the  class.  After  the  illus- 
tration of  the  halving  principle,  the  reading-lessons  are  pro- 
miscuous, and  the  scholars  should  be  requested  to  read  over 
the  Class-Book  carefully,  from  No.  144  to  the  end. 

We  have  uniformly  found  that  by  going  on,  very  slowly 
at  first,  according  to  the  method  we  have  pointed  out,  the 
class  becomes  much  more  interested  in  the  study  ;   but  when 


HINTS    TO    TEACHERS.  23 

we  get  past  the  halving  principle  we  give  much  longer  les- 
sons. Twenty-four  lessons,  of  one  hour  each,  will  take  a  class 
through  the  Reader,  so  that  any  member  who  has  paid  atten- 
tion to  the  instructions  of  the  teacher  will  thoroughly  under- 
stand the  principle  and  practice  of  Phonography.  Wheru 
grown-up  persons  can  only  take  twelve  lessons,  teachers 
should  take  them  no  farther  than  the  halving  principle,  refer- 
ring them  to  the  Class-Book  for  the  remainder ;  and  if  only 
six  lessons  can  be  given  or  taken,  except  in  extraordinary 
cases  of  diligence  on  the  part  of  the  student,  the  first  thirteen 
sections  only  should  be  taught.  Every  scholar  ought  to  be 
furnished  with  a  Class-Book  and  Reader. 

Among  grown  persons,  we  have  invariably  remarked  that 
ladies  make  the  most  proficiency,  as  they  have  more  time  to  de- 
vote to  study  than  gentlemen  ;  it  will  therefore  be  much  to  the 
interest  of  the  cause  and  to  the  credit  of  the  teacher  to  secure 
as  many  ladies  as  possible  in  his  classes.  We  have  generally 
adopted  the  plan  of  giving  free  tickets  to  female  teachers, 
whose  inadequate  salaries  often  preclude  them  from  studying 
those  arts  and  sciences  which  they  have  both  the  taste  and 
the  aptitude  to  acquire. 

Teachers  in  public  schools,  who  desire  to  instruct  their 
pupils  in  Phonography,  would  do  much  better  to  go  half 
through  the  Reader,  and  review  once  or  twice  before  going 
an)'  farther.  Three  months  spent  by  scholars  over  ten  years 
of  age  in  studying  the  Class-Book  and  Reader,  enables  them 
to  read  Phonography  as  readily  as  common  print,  and  to 
write  it  with  great  facility. 


THE     ALPHABET 


Consonant-Signs. 

P\         T         Cll/ 

K 

b\      I)         J/ 

G 

fV^th(    s)   suJ 

y\^tb(^    z^  zhJ 

R 


M. 


N^ 


NG^ 


Simple 

Vowei-S 

IgllS 

I^irst  Group. 

Second  Gi 

oup. 

E  • 

i  • 

AU  - 

0- 

A  • 

E    . 

Uil  - 

Of 

V  - 

AH   . 

A    . 

oo  - 

OO  - 

As  in  feel, 
"     fate, 
"     far, 

f/t, 

fed, 

fat, 

fall, 
fur, 
fool. 

vote, 

fop, 

fuss, 
full. 

Diphthong-Signs. 

I  V  as  in  paie.  01  a  as  in  hoy. 


OW  A  as  in  how. 


THE 

PHOXOGRAPHIC  READER. 

SECTION 

1, 

Sec  * 

Complete   Phonographic  Class-Book,^  Nos.  18 
to  29,  34  to  41,  and  No.  52. 

• 

/ 

V  --x  •• 

■V  •■(  ■•~^  . 

V 

•)  "-  / 

X 

X 

•I 

•/    .    r 

• 

■^ 

• 

/  /  ^ 

■r  ^   X 

1 

^~i     X 

1     —      *S    X 

V 

1 

^  -^  ^ 

r  s  X 

1 

"v^ 

1        X 

>^ 

\ 

^       "^     X 

.^ 

-)     K    ^ 

^       k      ^x 

•1 

-      <     ) 

^     -^     Kx 

1 

.     \    . 

^1 

•'    X 

SECTION  2: 

See 

'  Comp.  Phon.  Class-Book^''  Nos.  57  to  G4. 

> 

\^ 

i 

> 

•    ^   - 

-'''~\      X          Li^          V-^      X 

v^ 

'\       ^ 

X         Nv        v.^         \— :    X 

^ 

■  A    C 

.    \\S^ 

s 

\^      V^ 

X         \           L,        "^      X 

\ 

^  ^ 

v.      ^         ^        X 

^ 

I ' 

^^  "  ,>  ^  '^ 

27 


SECTION   3. 


See  '  Comp.  Phon.  Class-Booh,''  Nos.  06  to  71. 

n  ■)  Ti  L  ) ;  ■•  ^  -)  ^• 


s-^ 


.  ~1 


•)  . 


\ 


SECTION    4. 

Vec  '  Comp.  Phon.  Class-Book,'  Nos.  T2  to  79. 


■>       -^ 


i_ 


••/ 


X  X) 


\ 


28 


1 

o 

• 

X 

^        o 

^ 

X     'V^       (5^ 

y 

.       \o         Cj/ 

o      . 

1 

• 

CTN* 

N^      ^>   X 

\ 

°— N^J' 

\        X 

1 

^ 

-p     -P     .qL- 

X       X    0 

-p       o  .        -p 

1                        .            X 

°>\ 

"V>  ^ 

-e 

r 

^JX        <i^ X 

^ 

0         V» 

^ 

~^^ 

3                  V\         X 

< 

f  o  ■ 

.r 

p         1 

o       > 

^ 

^  ^ 

"^ 

^ 

ko      C?     X 

SECTION 

[    5. 

See 

'  Camp.  PJion. 

Class-Book,^ 

Nos.  66  to  71. 

•  '"l  V  L  -^ 

^ 

V    b~~1 

<. 

Cj?     .)      Q^ 

.) 

p 

t9    ' 

s 

"1 

-    "^    ^ 

• 

(• 

• 

xc^y 

29 


\^    — ^-_^    •v.      \^S   X      <j~\ 


SECTION   0. 

See  '  Comp.  Pkon.  Class-Book,'  Nos.  81  to  87. 

,^^    X      ^^      j~.r  X      /I       /I       /Tl    X 

»y  o>\.  X  v"  v/  ^  /I  X 
r  M  r  X  v/  v*  J  . 
^    V   V  ^  X  f   f.    ?x 


30 


SECTION    7. 


See  'Comp.  Phon.  Class-Book,''  Nos.  78  and  81  to  87- 


I 


V"  V 


/I 


'  s 


L    \ 


'^y 


'^ 


O  n^ 


SECTION    8. 

See  '  Com.]).  Phon.  Class-Booh,^  Nos.  53  io  55, 

^   1   T  1  X  ^^  <:i    ^  X 


r'   "■;^ 


J    J    \> 


[  ^    C 


.^ 


J 


31 


SECTION   9. 


See  *  Comp.  Phon.  Class-Book,''  Nos.  53  to  bo. 


V         o  ■% 


t^ 


\    \ 


n')      o 


.    b 


n^  'I 


^ 


SECTION    10. 

See  '  Comp.  Phon.  Class-Book,'  Nos.  91  fo  96. 

'   1  T  X  \   L  n    /°x 


32 


V  -^  ,.n    E    L  "^   n   X 

1         /  \  X  I  X 


SECTION  II. 


See  '  Comp.  Phon.  Class-Booky   Nos.  &l  to  96. 


s  ^    r  '  -\^   1    . 


'"^ 


X 


•    U   cH^^. 


*(         ^^        X 


Qj^ 


A 


~^ 


r 


V. 


"V    ^- 


33 


'A  ^ 


^   ' 


SECTION  12. 


See  '  Comp.  Pkon.  Class-Book,'  No,  97, 


-n   ^  .  1 


A 


r  X  r  X 

<       ^ 


34 


SECTION    13. 

See  '  Covip.  Phon.  Class-Book,^  No.  97. 

(  >^  •  ^  ^  / 


'     ^    /I'     N.    X 


-/" 


f       .  .0         .  ^ 


SECTION    14. 


See  '  Ctj7ftp.  PAoTi.  Class-Book,'  IVos.  103  /o  105. 


^    ^    > 


> 


35 


•         X 


i  ^ 

V   VI    M  X   V     Vk  X 

^   H  "X  'n  X  v..  ^ , 

^    <^     ^    X    ^     ^    ^    . 

SECTION  15. 

See  '  Comp.  Phon.  Class-Book,''  Nos.  102  to    105. 


36 


\ 


N  • 


t 


SECTION  16. 

See  '  Comp.  PAoti.  Class-Book,'  Nos.  106  fo  108. 

Vx     '\'\_      "T     X 


-i> 


.  I 


\  \  T  \  ^  X  r  Vx 

%   ^.  'x^  z^  c — >  'Vj  X 


37 


SECTION    17. 

See  '  Comp.  Phon.  Class-Book,'  Nos.  106  to  109. 

^  -I  V  •  "^  ^  ^'  }' 

^-  .  ^  ^  '"^^  .  T  .  I 
^  •  -1  .   -^  .  D  i  \   ) 

SECTION  18. 

See  '  Comp.  PAon.  Class-Book,''  Nos.  110  io  113. 


°\ 


o-.. 


X 


^ 


X 


'\ 


V-  X     '^'    X  ^ 


X  NX 


ii:<ci  r'~w.jiL.vJ.  jL. 


38 


L 


X 


X 


l_^     ^      f.    ./^      ^      -L    '^     X 


SECTION  19. 


See  '  Comf.  Phon.  Class-BooJc,'  Nos.  110  to  113. 


•       Q 


. 


39 


SECTION   20. 


See  '  Comp.  Phon.  Class-Book,'  Nos.  114  to  118. 


\r   ^ 


/o>  VjT  ^  t  r-  ^  ^ 


•^ra 


o    '-^ 


>i 


SECTION  21. 

See  '  Com/?.  P/ion.  Class- Book,'  Nos.  114  fo  119. 


'  ^1^  ^  ^  -^ 


1 


40 


<j>    >< 


SECTION    22. 


See  •  Comp.Phon.  Class-Book,'  Nos.  120  to  124. 


^    \    ^    J- 


"5~3         X 


V.         ^       -^-       ^      v--'       > 


^-    > 


0 — 0 


^     /Vs      <^     'Xg       .,-r^     "Vs     X 

A 

^i^         ''^-  V  \^     cO  V 


41 


SECTION   23. 


See  «  Comp.  Phon.  Class-Book^'  Nos.  120  to  125. 


^  ^  •  A    •  ^    V^ 


1 


'7    ^  ^  r  -^   \. 
^    f   V  ,  >   .  V  C  . 


5 


V  \  •© 


^•^      .     \     <=^     \      "^      ^.n      /CV 


X 


SECTION   ^. 

.S'ee  ♦  Comp.  Phon.  Class- Book,'  Nos.  12G  to  128. 


U         X 


.1        '^    X 


43 


V  '\-^  "Hs    V   "Is  X  ._5  X 
•  • 

:^  ^  ^  b  ^  ^-^^ 

SECTION   25. 

<See  '  Comp.  Phon.  Class-Book,'  Nos.  126  to  129, 


'  -3  X  " 


S  "Tr  S 


•         '^^ 


X 


43 

1 

SECTION  26. 

See  '  Comp.  Phon.  Class-Book,^  Nos 

.  130  to  139. 

''X     "-^      y    i     V     /^ 

Lr    X 

^   b    ^    \'^  ^    1^  X 

*^         X 

■y     ^J         \^      1     '^     ^       ' 

X 

^        1-       X 

V     V     ^^.    \'     "^     'v^ 

^         X 

-^     C     V^     ^.  ^   ^ 

3.      >    X 

SECTION  27. 

See  '  Comp.  Phon.  Class-Book,''  Nos 

130  /o  143. 

•           — 1                • 

X 

.L    ^.    v^   .   ^     /*  , 

J   " 

41 


s         • 


I  (••  1  .  xy^-  ^  .  . 


■^A      X 


45 


f     *  "    V      ° 


X         • 


<^ 


) 


Q^ 


^.. 


x       aO     \S)       o       I 


o        % 


5         i  O 

•"3 


V.':  \ 


/ 


I  ^ 


n    ^   ^ 


v5p 


Vj.       >  No      O 


vlP 


40 


f\ .  \ 

A" ' 

^  \  '  ^^ 

.-Xp 

^  c 

0 
"D         X 

SECTION   28. 

See  in  this  and  the  following  Sections,  '■Camp 
Class-Book,''  from  No.  144  to  the  end. 

Phon. 

( 

'  \   . 

.    ^  .f 

%     \ 

•        /          X         • 

^ 

V^  , 

1  ■' 

K       X               \ 

v^ 

(     ^. 

• 

r    ^  .^ 

•  ^  -x. 

• 

^  /   )   ^ 

"7^ 

'vT     ""1. 

•  r 

X              V      \  "^ 

o^ 

r^  ^. 

'  r 

.       ^"       ^• 

'^, 

n   1  p 

^ 

A 

-r,    ,       ^ 

^  ' 

^   .1    -;J 

■^ 

47 


=?^ 


/• 


5  -^ 


X 


I  V ^ 


SECTION  29. 


(  zr   ^  •    -^ 


"•  •  \> 


'  /   '  I/- 


6~^ 


.   .^     C-    (•    vr 


X 


48 


♦•      o 


t 


) 


^  . 


V.  ?  °  I 


<-SLJ> 


(     ---   .    ^     ^ 


49 


1 

t 

J  ^ 

\   .  -N    ^ 

< 

q_^  1^ 

r^    ^    "X   , 

- 

(•  .  J.  .  v^  ^  ,      1 

') 

c 

-    \^ 

'v 

7- 

.  •   -^.    ? 

c 

'TO 

^-   (    ^  , 

c 

r    ^ 

.J-   ^  /x  , 

"^ 

^ 

0^   U  . 

v^ 

■  ^  (. 

■.)    "Vo    "^  , 

• 

-V  " 

-7=-        \ 

s 

( 

o 

•0 

50 


SECTION  30. 


'v^    .  • 


•       V — o      .      •     — , 


V^ ' '  ^. 


X 


"^ 


(• 


0>^         O 


..      >X      1 


<r^ 


<    • 


5! 


)  T  '  .  y-y.  -  \ 


^      -rci 


^  ;   -^.    \ 


•o.        -o 


A  I 


.   ^ 


■^9 


^      ■       ^^ 


vf^       .       ^ 


%=         h      X 


SECTION  31. 


-^     ^     J 


52 


t  .    •    1^  ^    • 


X       « 


o 


\ 


•^,  .    ^    ^.     s.    ,     '    ^ 


r    (    ■> 

c  •  r 


l^  ■• 


'"i.  • 


,.  c  ••  '■  ) 


>  ^ 


.1   x^  ')  .  \ 


^ 


l^ 


O  .    )•  (    I    )  -^"^ 


1 


r-  ■•  ..I  J. 


53 


:,      (     V    (•     , 


A       . 


A 


/^ 


n. 


N/ 


V 


ff~~N 


'X 


r^ 


V  ••  j  I  .  ^^  • 


X         .J- 


I  ^i> 


■>  •  \ 


) 


^J^ 


r- 


V 


^  '  I  -v 


•       v»       ■■^ 


\ 


••    r 


L 


54 


c    •  ^ , "-  -v,  -_  ' 


V. 


.    J, 


,  .)• "  )■     ' 


-■^^ 


o 


/ 


^  .  L 


••>,      ?j 


SECTION   32. 


VG 


o  .        \^.  ^, 


V.  \  ^ 


9_^ 


A   . 


55  p         •• 

•      5         '  5 


U      V  55 


tt       • 


55 


c        > 


— ^-^ 


-~~^ 


/, 


\ 


^" 


\  •  \  •  ^     /  •      r- 


^   y%  ,'j^  .    / 


\ 


r  A 


■^ 


56 


n 


N  • 


95     tc    V 


.  i:  f 


44        V 


1? 
X 


r  \  )   <  ^  ,.L> 


••        c 


\,- 


.  r 


) 


57 


.^  .  ^ 


q_lG> 


,  -<.    )     v^.  ^ 


(•  ^    i?  '  r\.  ^  ^  •  J/] 


SECTION   33. 


r 


I 

1    I 


X         / 


•    )    ^    ^-V.  ,    V.   ••   ..I 


'n-  ^ 


L 


r     <L 


r  /TV  , 


If 


,  I  ' 


f  t 


1 1    • 


r  .    L_ 


(/ 


C^x» 


Qi^ 


1   • 


•o 


•        iv 


9? 


Al 


I  n 


••    > 


X 


59 


L    )    V.   . 
1  V 

SECTION   34. 

\    w  . 


GO 


I  _  1^  .  ^   ^    \  •  A   ' 


■2  -^^ 


.b 


/         'O 


I 


.      cApV 


Nj--« .C  ^ 


SUBSCRIBE 


FOR 


'^THE    ANGLO    SAXON." 

Every  person  who  Avishes  to  acquire  a  thorougli  liieoreti- 
cal  and  practical  knowledge  of  Phonotypy  and  Plionography, 
and  who  is  desirous  of  securing  the  general  and  speedy  adoption 
of  these  arts,  by  the  people  of  the  United  Stales,  is  requested 
to  subscribe  for 

THE  ANGLO  SAXON, 

A  WEEKLY  PIIONOTYPIC  NEWSPAPER, 

DEVOTED  TO   THIC   DrFFUSION   OF   KNOVVLEnCH  AND  NF.WS, 

THROCGII    THE    MEDIUM    OF 

PHONOTYPY, 

OR  THE  JUST  METHOD  OF  SFELMNG   WORDS  ;    THAT  IS, 

JUST  AS   TIIEY    ARE    PRONOUNCED; 

BUT    CHIEFLY    TO 

THE  AVRITING  AND  SPELLING  REEORMATION. 

It  is  the  intention  of  the  publishers  that  each  number  of  the  Anglo 
Saxon  shall  also  contain  a  portion  of  Plionographic  reading-matter,  in- 
tended for  the  use  of  those  who  have  mastered 

■       "THE  COMPLETE  PHONOGRAPHIC  CLASS-BOOK," 

A.\U    THE 

"  PHONOGRAPHIC  READER." 

THE  BODY  OF  THE  PAPER  IS  PRINTED  IN 

PHONOTYPY,  (OR  PRINTING  BY  SOUND.) 

The  advanlaires  of  Phonot3'py  over   Ileterotypy  arc  numerous.     15y 
Ilcteroiypy  we  mean   the  old   style  of  printing,  Buch  as  ihin  paragraph  is 


[2] 

printed  in.  It  has  been  demonstrated  tha  the  business  of  learning  to 
read  and  spell  may  be  accomplished,  by  mrans  of  Phonotyjiy,  in  three 
months ;  whereas,  from  three  to  ten  years  are  required  by  the  old  style. 

We  appeal  to  any  man  of  common  sense,  whether  it  is  right  cr  not  to 
block  up  the  road  to  learnuig  with  such  absurdities  as  these  • — 


T-0-U-G-H, 

Tough. 

T-H-0-U-G-H, 

Though. 

P-L-0-U-G-H. 

Plough. 

T-H-R-O-U-G-H, 

Through 

C-0-U-G-H, 

Cough. 

H-0-U-G-H, 

Hough. 

H-I-C-C-O-U-G-H, 

Hiccough, 

There  are  about  SIXTY  THOUSAND  words  in  the  English  lan- 
guage. There  are  not  SIXTY  pronounced  as  they  are  spelled  !  I ! 
Ought  tills  to  be  so  I  You  answer,  NO  ! !  Help  us,  then,  to  do  away 
with  it. 

HOW? 

BY    SUBSCRIBING    FOR 

"THE     ANGLO    SAXON" 

YOURSELF, 

AND  INDUCING  OTHERS  TO  DO  SO. 


TEN    MINUTES   ATTENTION    TO    THE    ALPHABETS 

will  enable  any  one  of  ordinary  capacity,  and  who  can  read  in  the  com- 
mon mode,  to  understand  the  principles  of 

LONG- HAND    PHONOGRAPHY 

AND 

PIIONOTYPY, 
And  to  read  the  PHONOxypY  in  which  the  Anglo  Saxon  ..e  printed. 


[3] 


ALPHABETS. 

COXSONAKTS.               ; 

TOWELS. 

! 

Long-hand.    Type.     Souo-l.  Name. 

Lon»-lianiI.   Type-    Soiinil.  Nojne.l 

^A 

1 

< 

pi 

%^ 

.  .1 

feet 

I 

^/ 

B    biay 

bl 

Jy 

I  i 

fit 

it 

f^ 

F     f/ew 

ef 

Se 

E     t 

mate 

8 

V    V 

ficw 

TE 

i^ 

E. 

met 

ct 

M  m 

sum 

am 

•^^(Z 

m  IE 

mare 

oe 

Ww 

way 

WE 

^fn 

.1    a 

bam 

a 

f~t 

T     t 

ioe 

tl 

^d 

D    d 

<foe 

dl 

A    a 

bat 

at 

Yf 

0     e 

haul 

0 

T     t 

</an 

it 

(Tv 

0     0 

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IJ    ij  •^nrvi 

J'J 

voweU,  here,  if   ftvuid  contusion; 
Bl  tlie  term  "  diphthong'*'  i*  uiu- 
ally  applifd   to   th«  uiitoii   o{  two 

y6fi   "  ''  ''•'^^'  '  ''^ 

letters,  inilead  of  to  that 

•uuii'li 

of  two 

[4] 

SPECIMEN    OF    PHONOTYPY. 

ECSTRACT  OV  S  LECGUH  ON  31  IliTIU  AND  SPFXIM 
EEFIiRMCSUN:  BI'  PFtOFESUIl  CLaRC,  OV  ABUKDIN, 
SCOTLAND. 

"  Lisn  tui  dl  testimoiii  ov  e  Jurman  etiir,  dl  litest  liviij  etoriti  oa 
dl  prezent  suliject : — '  01  io  dl  Fien(j,'  sez  Profk.'Siir  Rap,  '  iz  blcum  di 
comun  laiji^wij,  in  k  di[)l(.nuadc  and  sojal  sons,  it  liaz  neviir  acwml  s 
fiirm  futiij  in  ecstensiv  lijunz  Inyoml  Yniop.  cll  IggliJ,  on  di  udur 
liand,  mg  pas  for  dl  yuniviirsal  tuij,  st  ov  Ytircip  ;  and,  b[  its  bold  fyu- 
gun,  and  conslcwent  dlcompozijun.  ov  dl  ferniz  ov  its  Gotic  and  Roman 
ellments,  dis  idium  haz  acw[vd  an  incomparabl  fluensi,  and  aplrz  espe- 
Jali  destind  bi  nfqur,  mor  dan  cni  wun  ov  dl  livii),  tiu  undiirtFc  dat 
part.'  3is  iz  h^  prtz  tiu  dl  merits  ov  IijgliJ,  rurniij  from  e  forinur,  tm 
hium  elmost  no  ritn  laggwEJ,  liviij  er  dud,  iz  unnon.  But,  az  mor 
cspefali  conectcd  wid  dl  subject  wl  cir  considuriij,  dl  foloii)  passj  iz 
■\vxirdi  ov  yiur  notis : — '  Wper  not,'  continyuz  'il,  '  dl  impediment  ov  an 
absurd,  anticwEted  ertoj^rafi  in  dl  we,  dl  yunivursaliti  ov  dis  laijgwEJ 
wud  bl  stil  mor  aparent .;  and  it  mf,  purhaps,  bl  scd  tm  bl  ferqunEt  fer 
us  udur  Yuroplanz,  dat  dl  Igglijman  haz  not  yet  msd  dl  discuvuri.' 
Conect  wid  dis  rlmarcabl  obzurvEjun.  dl  fact  dat  el  dl  ecsplriens  ov 
mijunariz  and  udur  frendz  ov  edyucsfun  forsiz  upon  us  dl  conclia^im, 
dat,  fer  dl  purpus  ov  sprediij  dl  nolej  ov  rllijun  and  sivilizEfun  in  India, 
wl  must  bigin  bj_  edyncEtiij  nstivz  in  dl  nolej  ov  dl  Iijglij  laijgwEJ." 


EXPLANATION    OF    TflP:    PRINCIPLES    OF 
PHONOTYPY. 

The  grand  principle  of  Plionotypy  is,  "  one  sign  Io  one 
SOUND,  and  one  sound  to  one  sign," — tlie  same  as  in  Arith- 
metic we  now  have  oiie  figure  to  one  number,  and  one  num- 
ber to  one  figure, — instead  of  the  absurdities  of  the  old  mode 
of  spelling,  in  which  one  letter  frequently  has  half  a  dozen 
somids,  as  c,  which  is  sometimes  like  k,  as  in  "  card,"  .some- 
times like  s,  as  in  "  ciel,"  sometimes  like  sh,  as  in  "  social," 
and  also,  followed  by  h,  sometimes  like  tsh,  as  in  "  c/tarity," 
sometirnes  like  k,  as  in  "monarch,"  sometimes  like  sh,  as  in 
"  mac/line,"  &c.  &c.  &c.  ;  and  in  which  the  same  sound  is 
represented  by  a  dozen  different  letters,  or  comlinations  of 
letters,   as  the   (so  called)   broad  sound    of  a   in    "  flll,"   is 


[5] 

represented  by  n  in  "rtll,  by  ait.  in  "  rrirtinnn,"  by  aw  in 
"a?t'ful,''  by  0  in  "  morning,"  by  oa  iii  "  Liioad/'  by  o;/^<7/t  in 
"  ought,''  by  rrf/^'-/)  in  "  r.aiighi,"  by  augha  in  "  Yaiighan,"  by 
eo  in  "  George,'"  &c.  &c.  «Sic. 

The  only  great  point  with  the  learner,  is  to  understand 
v^eU  the  dilference  between  a  sound  and  the  name  of  a  feller, 
or  t':e  icrilten  or  printed  Idler  ilscJf.  This  he  will  find  thor- 
oughlv  explained  in  the  Introduction  to  the  Phonographic 
Class-Book,  which  he  should  read  attentively-  The  mouth  ig 
an  instrument  lor  producing  sounds,  like  an  accordion,  or  any 
other  musical  instrument.  Let  any  one  try  to  say  the  word 
"  wy,"  without  touching  his  lips  to  each  other.  Ah  !  you  failed, 
did  you  ?  You  find  that  the  first  sound  in  this  word,  repre- 
sented by  the  in,  cannot  be  made  without  a  touch  of  the  two 
lips.  Well,  Phonotypy  (which  is  the  simplest  thing  in  the 
world  to  be  understood)  merely  gives  one  sign  or  letler  to 
every  touch  of  tiie  instrument, — the  mouth, — which  is  ever 
used  in  speaking  English,  and  ahcays  represents  the  sound 
produced  by  that  touch,  by  that  sign  or  letter. 

There  are  more  of  these  sounds  than  there  are  letters  in 
the  Old  or  Roman  Alphabet,  wliich  was  never  intended  for 
English.  Hence  it  w.ts  absolutely  necessary  to  make  a  few 
new  letters,  for  a  perfect  English  Alphabet.  Read  the  fol- 
low inji 


o 


EXPLANATION  OF  THE  ALPHABETS. 

It  will  be  perceivcrl,  by  referring  to  the  Alphabets  above, 
that  there  are  four  columns,  under  four  different  headings. 
Tlie  column  on  tlif  left,  undor  the  heading  "  Long-Hand,'^ 
contains  the  capitals  and  small  letters  of  the  Phonographic 
Long-Hand  Al})liabet  of  the  English  Language.  The  col- 
umn under  the  heading  "  Type,"  contains  the  capitals  and 
small  Utters  used  in  the  new  printing  alphabet,  such  as  is 
used  in  the  Anglo  Saxon.  It  will  he  seen  that  each  word  in 
the  column  under  the  heading  "  Sound,"  contains  one  or  more 
italicised  letters  of  the  common  alphabet.  The  most  usual 
sound  of  each  of  these  letters  in  the  common  oilhography,  is 
that  which  the  letters  of  the  reformed  alphabet,  opposite  them, 
on  the  s;uTie  line,  r(pres"nt.  The  fourth  column,  under  the 
heading  ^^  Name."  c^Jitains  the  names  (not  the  sounds)  of  (lio 
new  letters.  The  reasons  for  these  names  are  to  be  Ibund 
in  elementary  books. 


Ii  will  be  seen  that  most  of  the  letters  of  the  old  alphabet 
have  been  retained  in  the  new  one,  and  that  nineteen  new 
ones  (six  consonants  and  thiitccn  vowels)  have  been  added 
to  them.  Great  care  has  been  taken  to  make  the  general 
appearance  of  the  reformed  method  of  printing  and  long-hand 
writing  conform  as  much  as  possible  to  the  old  method. 

The  fonoMiii£T  are  the  leading 

ADVANTAGES  OF  PHONOTYPY. 

It  can  be  learned  by  a  child  or  unlettered  adult  in  one- 
twentieth  part  of  the  time  now  necessary  to  learn  to  read, 
"  tlnis  enabling,"  in  the  language  of  the  Report  of  the 
American  Academy  of  Arts  and  Sciences  on  the  subject, 
"  millions  to  acquire  the  art  of  reading  and  spelling,  who 
would  otherwise  never  attain  them."  It  gives  the  exact  pro- 
imnciulion  of  every  icord,  vnth  more  th  in  the  accuracy  of  a 
Pranouncivg  Dictionary,  so  that  one  jeaj's  reading  of  the 
Anglo  Saxon,  weekly,  will  do  more  incidentally  to  give  cor- 
rectness and  elegance  in  speaking,  and  to  amend  tlie  errors 
oi"  children  in  this  respect,  than  m.any  years  spent  in  the 
studjr  of  the  subject,  or  in  ordinary  school  training.  Finally, 
it  helps  the  learner  of  Phonographic  Short-Hand  over  all  the 
difficulties  of  analyzing  v/ords,  and  accustoms  him  to  see 
them  represented,  as  he  must  represent  them  in  Phonography, 
hi  signs  only  ivliich  actually  represent  the  sounds  in  theni.  In- 
deed, no  Shor1-FIand  Phonogrnpliist  should  delay  for  a  day  to 
make  himself  thoroughly  acquainted  with  Phonotypy  and 
Long-Hand  Phonography.  These  are  all  so  closely  related, 
and  so  mutually  assist  each  other,  that  they  should  never  be 
separated.  A  great  mistake  has  been  made  in  this  respect  by 
many.  If  you  are  a  Phonographist,  subscribe  by  all  means 
FOR  THE  Anglo  Saxon,  as  well  for  the  Phonotypy  as  for  the 
Phonography  in  it. 

Come,  come,  good  friends,  do  not  let  the  odd  appearance 
of  Phonotypy  frighten'  you.  Do  not  throw  it  down  because 
it  resembles  bad  spelling,  at  first  view.  Remember  that  this 
is  a  mere  prejudice  of  the  eye,  which  habit  will  in  a  fev/  days 
overcome,  and  that  there  is  a  great  principle  at  bottom, 
which  is  destined  to  render  Popular  Education  Universal. 
O  !  then,  you  icho  love  the  cause  of  human  advancement, 
Help  it  on,  while  at  the  same  time  you  improve  yourselves, 


[7] 

THE  FOLLOWING  ARE  THE 

TERMS 

OF 

''THE     ANGLO     SAXON.'' 

$2  00  per  annum  ;  $1  00  for  six  months  ;  50  cents  for  three  months  ; 
25  cents  for  six  weeks. 

NEW    ARRANGEMENTS. 

In  compliance  with  the  request  of  many  of  our  friends,  who  think 
that  our  former  inducements  to  them  to  form  clubs  were  not  sufficiently 
compreliensible,  we  have  thought  it  best  to  mould  our  advertisement 
into  such  a  siiape,  that  any  one  will  see  at  a  glance  the  pei-centage  sa/ed 
by  the  formation  of 

ANGLO  SAXON  CLUBS ! 

A  I'  T  E  N  T  JON!!! 

POSTMASTERS,  TEACHERS,  AND  FRIENDS  OF  THE  REFORM. 

In  future,  any  person  who  obtains  for  us  Five  Subscribers,  and  sends 
in  their  names  at  one  time  and  in  one  letter,  may  keep  om  fourth  of  the 
money  received  from  them,  sending  us  the  otiier  three  fourths.  Any 
one  who  obtains  and  forwards  the  names  of  Ten  Subscribers,  may  keep 
one  third  of  the  nwney  he  receives  from  them,  sending  us  the  remaining 
two  thirds.  Any  one  obtaining  Fifteen  Subscribers,  may  retain  two 
fifths  of  the  money  received,  sending  us  the  other  three  fifths.  Any  one 
who  obtains  Twenty  Subscribers  may  keep  back  one-half,  sending  us  the 
other  half. 

The  subscriptions  may  be  for  any  period,  from  one  year  down  to  six 
weeks  ;  and  it  is  not  necessary  for  all  of  the  subscriptions  to  be  for  the  same 
periods  ;  but  the  whole  o(  the  money  must,  be  sent  in  ore  letter,  to  en- 
title the  sender  to  the  above  rates  of  discount.     It  is  to  be  hoped  that  this 

LIBERAL    OFFER 

will  induce  our  friends  to  redouble  their  exertions.  We  have  endeavored 
to  make  it  fair  for  ali  parties.  On  the  one  hand,  the  peison  who  takes 
the  pains  to  form  a  club  is  justly  entitled  to  the  above  raies  of  compen- 
sation for  his  services  ;  aiKJ  on  the  other  hand,  Phonographic  Societies 
and  Clubs  already  formed,  can,  when  renewing  their  subscriptions,  save 
to  each  of  their  members  one-half  of  the  sub.scription  money,  by  for- 
wanling  to  u.^  in  one  letter,  through  their  Secretary,  twenty  name's. 

N.  0.  All  ordi-rs  must  be  accompanied  by  cash,  an. i  I'osT  paid,  to 
n-ceive  attention.  If  not  post  paid,  confusion  will  ensue,  as  the  postage 
will  be    deducted  frotn  the  amount  sent. 

ANDliEWS  &  BOYLE,  Editors  and  Publishers, 

i];2  Spruce-street,  New-York. 


['^J 


LIST    OF    PUBLICATIONS 


DO    NOT    rORGET    TO    STATE    DISTINCTLY,    WHETHER    YOU    WISH    YOtTR     dOOH 
SENT    BY    WAIL    OR    EXPRESS. 


ANDREWS   &   BOYLE 

Are  Authors  and  sole  Publishers  of  PHONOGRAPHIC 
AND  PHONOTYPIC  WORKS  in  the  United  States.  They 
keep  constantly  for  sale  the  works  mentioned  below,  v;luck 
can  he  sent  by  mail  or  express,  in  any  quantities,  to  all  parts  of 
the  Union  and  Canada,  at  a  trifling  expense. 


FIRST  LESSON  LN  PHONOGRAPHY, 

By  S.  p.  Andrews  &  A.  F.  Boyle. 

This  is  a  small  Chart,  containing  the  simple  Alphabet,  with  explana- 
tions, and  a  page  of  ensy  monosyllables,  written  in  the  Phonographic 
characters,  intended  to  be  sold  or  gratuitously  distributed  by  teachers 
and  lecturers  at  an  introductory  lesson  or  lecture. 

Two  cents  each.     Per  hundred,  ,$1  00. 


COMPENDIUM  OF  PHONOGRAPHY, 

ON  A  SINGLE  SHEET,  CONTAINING  A  CONDENSED  VIEW  OF  THE  ART. 

By  S.  p.  Andrews  &  A.  F.  Boyle. 

Tlie  friends   of  Phonography  are  accustomed  to  teach  the  art  to  theif 
friends,  residing  at  a  distance  from  them,  through  the  mail,  by  writing 


them  a  letter  in  ihe  Phonographic  characters,  an  J  enclosing  a  "  Compen- 
dium" in  the  same  envelope.  By  ihe  aid  of  the  explanations  in  the 
"  Coinpcndiuni,"  the  pereon  who  receives  the  letter  has  no  difficulty  either 
in  deciphering  it,  or  in  answering  it  in  Phonographic  characters^.  Many 
persons  in  Great  Britain  and  America  have  learned  Phonography  through 
the  mall,  from  their  friends.  A  "  Compendium  "  may  be  sent  in  the 
Mine  envi'lope  with  a  letter,  without  increasing  the  postage.  6^  cents 
each  ;  jipr  hundred,  ,$3  00. 


COi\IPLETE  PHONOGRAPHIC  CLASS-BOOK, 

Containing  an  Inductive  E.'tposition  of  Phonography,  intended  for  the 
use  of  schools  and  learners -generally,  and  written  expressly  for  givin^ 
every  instruction  in  the  art  that  can  be  obtained  without  the  assistance 
of  the  li>  ing  teacher. 

By  S.  p.  Andrews  &,  A.  F.  Boyle. 
Board  !,  or  stiff  paper  covers,  for  mailing,  37^  cents  ;    Linen,  50  cents. 


PHONOGRAPHIC  READER, 

A  conrplete.  course  of  Inductive  Reading  Lessoos  in   Phonography,  in 
tended  for  schools  and  learners  generally. 

By  S   P.  Andrews  &  A.  F.  Boyle. 
Boards,  or  stiff  paper  covers,  for  mailing,  25  cents  ;    Linen,  37^  cents. 

ICrl'rom  the  Complete  Phonographic  Class-Book,  and  the  Phono- 
graphic Reader,  many  thousands  of  persons  in  different  parts  of  the  Union 
have  become  correct  and  rapid  writers  without  the  aid  of  a  teacher. 


TflP:  PHONOGRAPHIC  REPORTER'S  FIRST-BOOK, 

Containing   n   comidcte   list   of    the  Word-Sigas  used  in  the  most  con- 
tracted Style  of  Phonographic  Reporting,  illustrated  by  Exercises ;  for 


[10  J 

the  use  of  those  only  who  have  mastered  tlie  Corresponding  S/tjle  of 
Phonography,  as  taught  in  the  "  Complete  Phonographic  Class-Book," 
and  the  "  Phonographic  Reader." 

By  S.  p.  Andrews  &,  A.  F.  Bovle. 

Boards,  or  stiff  paper  covers,  for  mailing,  $1  00. 


CHRIST'S  SERMON  ON  THE  MOUNT, 

m    PHONOGRAPHY. 
Prepared  by  S.  P.  Andrews  &  A.  F.  Boyle. 

In  pamphlet  form,  with  paper  covers.     Per  copy,  12J  cents. 

HU'  The  "  Sermon  on  the  Mount"  is  written  in  a  style  of  Phonography 
suited  to  those  who  have  mastered  the  "  Complete  Phonographic  Claas- 
Book,"  and  the  "  Phonographic  Reader."  It  L"  universally  conceded  to 
be  the  most  beautiful  specimen  of  Phonography  that  has  yet  been  exe- 
cuted on  either  side  of  the  Atlantic. 


PRIMARY  PHONOTYPIC  READER, 

FOR  THE  USE  OF  SCHOOI.S,  FAMILIES,  A:\D  UNEDUCATED  ADULTS. 

By  S.  p.  Andrews  &,  A.  F.  Boyle. 
Boards,  or  stiff  paper  covers,  for  mailing,  18^  cents. 


PHONOGRAPHIC  CHART,  No.  I. 

FOn    THE    USE    OF    TEACHERS    AND    LECTURERS. 

By  S.  P.  Andrews  d:.  A.  F.  Boyle. 

This  is  a  largj  chart,  about  four  feet  square,  containing  the  simple 
tlphabe;.  It  is  intended  to  be  hung  up  i'l  sight  of  a  large  class,  while 
^eriig  drilled  on  the  elements  of  Phonography.     Price  50  cents. 


[11] 

PHONOGRAPHIC  CHART,  No.  II. 

FOR  TEACHERS  A^D  LECTURERS. 

By  S.  p.  Andrews  &  A.  F.  Boyle. 

This  is  also  a  large  chart,  containing  a  number  of  simple  words,  on 
which  a  class  siiould  be  drilled  at  its  first  and  second  lessons.  Price 
50  cente. 


PHONOTYPIC  CHART. 
By  S.  p.  Andrews  &,  A.  F.  Boyle. 
This  is  a  large  chart,  containing  the  small  letters  of  the  Phonotypic  Al- 
phabet, for  the  use  of  Teachers  and  Lecturers. 
Price  50  cents. 


SOUND-CHART  OF  THE  ENGLISH  LANGUAGE, 

By  S.  P.  Andrews  &  A.  F.  Boyle. 

Price  50  cents. 

This  chart  is  not  a  Phonotypic  one.  It  represents  the  sounds  of  the 
English  Language  by  heterotypic  letters  and  combinations  of  letters. — 
The  difference  between  other  charts  of  the  elements  of  the  language  and 
the  Sound-Chart  is,  that  in  the  former  there  is  no  classification  of  the 
sounds,  while  in  the  Sound-Chart  they  are  classed,  as  in  Phonography. 
The  consequence  is,  that  any  one  who  learns  the  elements  of  the  lan- 
guage from  it,  is  three-fourths  inducted  into  a  knowledge  of  Phonography 
and  Phonotypy.  Another  great  difference,  and  an  important  one  to 
teachers,  is  its  price — only  Fifty  cents, — while  no  other  chart  of  the  ele- 
niCTitary  sounds  can  be  purchased  for  less  than  two  dollars. 


THE  ANGLO  SAXON, 
By   S.P.   Andrews   &,   A.   F.   Boyle. 

A    V.KICKI.V    PHONETIC    NEWSPAPER, 

Two  Dollars  pet  annum,  and  for  six  months,  three  months,  and  sLx 
weeks,  at  the  same  rate. 


[121 


SPECIAL  DIRECTIONS. 

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ty and  rapidity  that  they  obtain  answers  to  letters,  by  forwarding  the 
price  of  the  works  they  desire,  post  paid,  to  our  address  in  New  York, 
and  at  a  trifling  expense,  as  will  be  seen  by  the  following  extract  from 
liie  Post  Office  laws: — "  Books  weighing  one  ounce  will  be  charged  two 
and  a  half  cents;  each  additional  ounce,  one  cent  move,  for  any  distance 
in  tiie  United  States."  It  is  cheaper  to  have  small  orders  sent  through 
the  mail,  but  large  orders  will  cost  less  by  express.  If,  however,  no  ex- 
press runs  to  a  place  where  books  are  wanted,  our  per-centage  on  large 
purchases  of  books  is  so  liberal,  that  it  not  only  balances  the  expense  of 
postage,  but  also  leaves  a  handsome  prolit  to  him  who  retails  them. 

All  orders,  letters,  conununications,  &,c.,  must  be  post  paid.  Being 
engaged  in  an  undertaking,  the  merits  of  which  are  not  generally  appre- 
ciated by  business  men,  and  the  success  of  which  is  consequently  con- 
sidered by  them  to  be,  at  least,  doubtful,  we  are  obliged  to  pay  cash 
for  every  outlay,  and  are  therefore  compelled  to  exact  the  same  terms 
from  others.  We  keep  no  running  accounts  with  our  correspondents, 
and  we  wish  it  to  be  distinctly  understood,  that  if  books  not  advertised 
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Persons  desirous  of  entering  the  field  as  Lecturers  and  Teachers  of 
Phonography  and  Phonotypy,  will  find  it  to  their  advantage  to  correspond 
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will  be  of  great  importance  to  them. 

ANDREWS  (&  BOYLE, 

22  Spruce-street,  New- York. 


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